小學數學教學中數學推理的理論和實踐

數學推理是數學學習的核心，然而對推理的定義和數學推理的形式有許多不同的看法。首先分析了理解數學推理的4種不同視角，涵蓋結果視角、過程視角、結構視角、模仿與創造視角。在此基礎上，以小學階段代數、比例和空間3個內容為例，對數學推理能力在其中的具體體現和相關的推理教學進行了分析。教師可通過在教學中設計創造性的推理任務以及鼓勵學生解釋與表達等方式促進數學推理在課堂教學中的落實。
Mathematical reasoning is the core component of mathematics learning. There are many different views on the definition of reasoning and forms of mathematical reasoning. This article first analyzes four different perspectives for understanding mathematical reasoning, which include product, process, structure, and imitation and creation. Based on this understanding, we examine the specific forms and teaching of mathematical reasoning in three domains of primary mathematics: Algebra, Proportion, and Space. To promote students’ mathematical reasoning ability, we suggest that teachers design creative reasoning tasks in mathematics teaching and encourage students to explain and communicate mathematically. Copyright © 2021 天津師範大學；中國教育學會.